Ogün Çelik Ogün Çelik

TP 8
Elementary level


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation and debate in the context of movies

Subsidiary Aims

  • To provide review of the words used while talking about movies in the context of cinema


Warmer / Lead-in (5-7 minutes) • To set the context and engage the students

The teacher play a short movie called 'My shoes' in which there is very little amount of talk but the context is very clear. The teacher then asks students what kind of movie it is in order to set the context and engage the students. (https://www.youtube.com/watch?v=HEfu2koP8no)

Exposure (6-8 minutes) • To provide model for the task

Teacher displays pictures of well-known movies on the board and asks the student whether they know them. The students will discuss in groups and try to specify the name, where it takes place, the actors/actresses, genre, and briefly what happens in the movie. The teacher might then ask if they like the movie or not.

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

The students will be introduced to a useful range of vocabulary which they will need in order to complete the productive tasks through a matching exercise at this stage. The students will do the matching in pairs, then check their answers in groups.

Useful Language (5-7 minutes) • To get the students familiar with a new set of words

The teacher will elicit useful words from the students. 1. The students have 1 or 2 minutes to brainstorm in groups. 2. They write the words they thought of on the board. 3. Teacher erases the irrelevant ones, tries to elicit if there are any other necessary words. Words especially needed are; Exciting, boring, funny, scary, happy ending, sad ending.

Productive Task (5-7 minutes) • To provide an opportunity to practice target productive skills

The teacher will pair the students and ask them to think of their favourite movie but not tell anybody. The students will instead try to give each other information about their favourite movie and try to guess. (ICQ - Will you tell the name of the movie to anyone?). Turkish movies are also allowed but no Turkish should be involved in the activity except the name of a Turkish movie a student might come up with (ICQ - Can you think of Turkish movies? Yes / Can you speak Turkish? No). The teacher will listen for errors while monitoring and may conduct delayed error correction if he finds it necessary.

Productive Task (6-8 minutes) • To get the students to have spoken practice of the target language

The teacher first provides an example of the activity by showing a movie he designed himself and then ask the students to make up their own movie (ICQ - Groups or alone). The students have 2 to 3 minutes to jot down a few things about their movie and they will have to specify the name, where it takes place, the actors and actresses, genre and very briefly what happens in the movie. In the second part of the activity, groups have to debate and negotiate in order to agree on one movie to nominate.

Productive Task (6-8 minutes) • To get the students to practice the target language through a debate

The groups are mixed and the students have a debate with the purpose of choosing the best movie in different categories such as; the funniest movie, the most exciting movie, etc.

Productive Task (This task will be done if error correction is not needed) (7-9 minutes) • To get the students to have speaking practice

Now that the students have chosen the best movie, the teacher asks where they would like to watch it; at home or at the cinema? The students will be divided into two groups, and each side will support different options. The students will have 1 or 2 minutes to write down a few reason and then they will start to debate.

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